This study examines gender disparities in three STEM departments at the University of the Peloponnese over a twenty-year period. Based on secondary administrative data from 1245 graduates, this study investigates: (i) whether women are underrepresented among STEM graduates; (ii) whether gender influences degree performance; and (iii) whether gender predicts the duration of study. Descriptive statistics, cross-tabulations, chi-square tests, and two-way ANOVA were used to analyze the data. The results reveal a persistent underrepresentation of women in all three departments, with female graduates accounting for only 13.6–26% of the departmental totals. However, no statistically significant differences were found between male and female graduates in terms of degree grades or time to degree completion. The literature review further highlights the personal, social, cultural, and institutional factors that contribute to women’s underrepresentation in STEM internationally. The findings emphasize the need for early interventions, stereotype-free learning environments, targeted outreach programs, and institutional support mechanisms. Further recommendations include expanding STEM education from early childhood, enhancing teacher preparedness for gender-inclusive instruction, promoting female role models in STEM, and implementing targeted university-level initiatives. Finally, this study offers empirical evidence relevant to policymakers and higher education institutions seeking to close the gender gap in STEM fields.
Golegou et al. (Thu,) studied this question.